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My class had a great time acting out the beginning, middle, and end for the photos. The listening portion presented some challenges because of the rate of speech. Once I played it again, they were able to get more out of it. I stopped intermittently when I noticed confused facial expressions. For the art making, I had students work together to create one of 2 headlines. It was great to see the exchange of language during the art making process and use of vocabulary.

I found it helpful to stop intermittently to make sure students were following the story as this was an exercise they aren’t used to. Most enjoyed closing their eyes and sharing their visualizations. Acting out the scenes was a big hit and even my shy students gave it a try.

Some of the books aren’t available in our school library and I have been using supplemental books for the comprehension (although I would rather use the books that are written in the lessons.) Supplemental seems to be working out so far.

The provided resources are recommendations for your instruction. This dialogue is a great place for us all to share additional resources that meet the varying needs and multiple skill levels of our students.

In this lesson, I would of loved to have different and more scenarios for students to create their frozen tableaux of or even examples to show them. The listening part was a bit fast for the students and the language was confusing for some as well. So I stopped a few times to clarify and make sure they were understanding the storyline.

I agree with Michelle. My newcomers found the listening activity difficult for the same reasons. I paused after every few lines to check for comprehension and to explain to students what was happening in the story so that they could grasp it’s main idea and events. Thankfully, I have a few students who are slightly more proficient in the class and were able to translate my explanations for the rest of the learners, who were still struggling.

In order to ensure that my students fully understood what a silent movie was I found a short silent video on youtube called “Delete That Selfie.” My students really seemed to enjoy it and were able to comprehend it because it is a topic they are familiar with and the video required little English language background to understand. I recommend using supplementary materials to aid in comprehension of these lessons when working with students with low proficiency levels.

The listening component was difficult for my newcomer ELLs. The story-teller spoke too fast and used slang my students were not familiar with. I remedied this by showing visuals that illustrated the title of the selection as a pre-reading activity. Additionally, I played the story twice, stopping frequently both times so that we could check for understanding and paraphrase what was being said. Eventually, the students had some idea and found discussing the idea that something free is not necessarily something good amusing.

Listening to the recorded story was difficult for my newcomer class because they didn’t have any visuals to accompany the speaker. Additionally, the story-teller spoke fast and used slang they weren’t accustomed to. We remedied this by playing the recording twice, stopping repeatedly to check for understanding and summarize what had happened.